A Study of Vocabulary Learning Strategy and Perception of English Learning of Taiwanese Junior High School Students

• Main Authors: Pei-Fen Lu, 呂佩芬
• Other Authors: Min-hsun Maggie Su
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/28702524092465542740

碩士 === 銘傳大學 === 應用英語學系碩士在職專班 === 102 === Abstract Vocabulary learning strategy use has considered a foundation for learning L2 (Green &; Oxford, 1995; Fan, 2003; Weng, 2010). A number of studies have investigated the relationship between vocabulary size and learning strategies (Pourshahian &; Kalajahi, 2012), the relationship of memorizing strategies and vocabulary development (Dai &; Yang, 2011, 2012), strategy use and awareness of VLS (Schmitt, 1997; Hsiao, 2008), vocabulary learning strategies and their contribution to reading comprehension (Kafipour &; Naveh, 2011), and the effectiveness of explicit instruction of vocabulary strategies (Weng, 2010). Nonetheless, little research has been aimed to understand the relationship between vocabulary learning strategies (VLS) and students’ perception of English learning. Therefore, the present study intends to identify the Taiwanese junior high school students’ use of VLS and the relationship between vocabulary learning strategies and perception of English learning. Questionnaires were applied to the 107 junior high school participants in Taipei, Taiwan and the collected data was analyzed. It is hoped that the result of the study could provide useful information to teachers and students in the field of language teaching and learning.